Rules of Procedure C 2021-0613

<p>Below are guidelines for how you should structure your CV so that it contains the information requested by the Faculty appointment committee and external evaluators. Your CV must be written in English.</p>
<p>For promotion and recruitment at Chalmers, teaching qualifications and merits must be documented in a pedagogical portfolio. If the position you are applying for requires a pedagogical portfolio, please use the pedagogical portfolio format. General information can be found in the document "Pedagogical qualifications in promotion and employment".</p>
<p>For positions that involve responsibility for examinations in undergraduate education (the bachelor and master levels), completed education in higher education pedagogy is required in accordance with SUHF's recommendations. When applying for promotion or employment, it must be reported in a special document, "Pedagogical training qualifications". Please follow the instructions in the document "Education in teaching and learning in higher education (SUHF)."</p>

<p>Your CV is an important part of your application and will be assessed by external evaluators as well as by the Chalmers Faculty Appointment Committee. As described in section 4 of the Chalmers Rules of Procedure for Teaching and Research Faculty, see link below, the Faculty Appointment Committee focuses specifically on four categories: research and teaching experience and merits, utilization of your research, and academic citizenship. Details and examples of these four categories are described in sections 4.1 to 4.4 of the Rules of Procedure. It is thus important that your CV includes information on these categories.</p>
<p>Below we present guidelines on how you could structure your CV in order to provide all the necessary information. Note that all information should be presented in reverse chronological order.</p>
<ul>
<li>Contact information, including researcher IDs (for example ORCID, Scopus ID)</li>
<li>Work experience (Current and previous employments)</li>
<li>Educational qualifications (including educational degree, date, university, program, name of supervisor)</li>
<li>[Deductible time, for example parental and extended sick leave, if relevant]</li>
<li>Research grants (including funding agency, time period, amounts and role as e.g., principle investigator (PI) or co-PI)</li>
<li>Supervision experience (including student name, role, university, time period; separate the student levels. In the case of many BSc or MSc level students, these can be summarised. For certain positions, this can also include the number of postdocs supervised.)</li>
<li>Teaching experience (including your role, course, university [if other that your current university], time period, student level, approximate number of students)
<ul>
<li>If the application includes a pedagogical portfolio with the detailed information, a summary will be sufficient in your CV.</li>
</ul>
</li>
<li>Pedagogical courses taken for education in Teaching and Learning in Higher Education (for applications without a pedagogical portfolio)</li>
<li>Functions and commissions of trust (separated, if relevant, into academic tasks within home university, academic tasks beyond home university, and academic leadership tasks)<br />
<ul>
<li>These include for example reviewing for journals or funding agencies, selection committees, extern evaluator, thesis committees, board memberships, leadership positions, conference organisation etc. (See section 4.4 in the Rules of Procedure)</li>
</ul>
</li>
<li>Invited presentations/reviews/lectures (summarize and include only selected highlights if there are many)</li>
<li>Utilization of your research outside of academia and outreach experience (if relevant; see section 4.3 in the Rules of Procedure)</li>
<li>Patents (if relevant)</li>
<li>Membership of large collaborations, scientific or professional organisations etc.</li>
<li>Other
<ul>
<li>for example Merits such as prizes and awards, experiences relevant for the position (for example computational experience), other relevant courses/training</li>
</ul>
</li>
<li>Publications lists:
<ul>
<li>Divided into peer reviewed/non peer reviewed journal articles, conference contributions, etcetera</li>
<li>Summary of bibliometric information, including the source of this information (note that Chalmers uses Scopus)</li>
<li>Highlight your 5 most relevant publications and indicate your role in these</li>
<li>For publications with large numbers of co-authors (&gt;20), describe your role in the work and the paper, indicate co-authors who are students you have supervised in this work as well as co-authors who are members of your research group and describe their roles in the work</li>
</ul>
</li>
</ul>

<p>Chalmers University of Technology aims to offer a world-class education. An important part of this endeavor is the pedagogical competence of the teachers. For documenting, developing and evaluating pedagogical competence, a pedagogical portfolio is used, and it must contain both qualitative and quantitative qualifications. Chalmers’ view of pedagogical competence is reflected in the assessment criteria for pedagogical competence in <a rel="noopener" href="https://webbpublicering360.portal.chalmers.se/Extern/Home/Download?recordnor=847248%262022_02%261039589_1_1.PDF%26ex" target="_blank" title="C 2021-0613 Appointment regulations for teaching and research faculty" data-anchor="?recordnor=847248%262022_02%261039589_1_1.PDF%26ex">Chalmers’ Appointment regulations for teaching and research faculty</a>. For positions that involve teaching and responsibility for examinations in undergraduate education, completed pedagogical training for higher education is required (which when applying for promotion or employment must be presented in a dedicated document, “Pedagogical training qualifications”).</p>
<h3>Education in teaching and learning in higher education</h3>
<p>Chalmers has for a long time had pedagogical training requirements for positions that involve teaching and responsibility for examinations. Since 2005, SUHF’s recommendations have been the only national framework for education in teaching and learning in higher education in Sweden and in 2016 the recommendations were updated (REK 2016:1). At Chalmers, pedagogical training for higher education is given in the form of a Diploma in teaching and learning in higher education. The diploma has since 2017 been structured like a program that starts with a compulsory foundational course followed by a mixture of compulsory and elective courses. The objective of the restructuring was for the Diploma to meet SUHF’s updated recommendations, but it was only in 2021 that this was achieved for all issued Diplomas for that year. The courses in teaching and learning in higher education are primarily aimed at Chalmers employees and new employees are expected to undergo the training during their first two years of employment. Employee at Chalmers can read more about the Diploma and the different courses on the on Chalmers intranet.</p>
<p>In Chalmers’ Appointment regulations for teaching and research faculty, effective from 2022, the requirement for pedagogical training for higher education has been formulated as follows “Education in higher education pedagogics in accordance with SUHF’s recommendations”. To support those seeking promotion or employment in how this can be interpreted and should be handled when applying, a detailed description is available on this page.</p>
<h3>Education in research supervision</h3>
<p>At Chalmers, supervision of research is considered an important educational competence for employees doing research. A course in research supervision is a requirement for being accepted as Oavlönad docent at Chalmers. However, for positions that include teaching and research, this is a separate requirement when it comes to pedagogical qualifications. Thus, courses in research supervision cannot be included in the fulfilment of the requirement for “Education in higher education pedagogics in accordance with SUHF’s recommendations”. When applying for promotion or employment, the supporting materials for both requirements are collected in the file “Pedagogical training qualifications”. Employee at Chalmers can read more about the course in research supervision offered at Chalmers under the heading “Research supervision” on Chalmers intranet.</p>
<h3>Chalmers´pedagogical portfolio and definition of pedagogical competence</h3>
<p>A pedagogical portfolio is a central document when applying for promotion or employment (to positions that involve teaching and responsibility for examinations). A detailed instruction for Chalmers’ pedagogical portfolio and a description of Chalmers’ view of pedagogical proficiency and competence can be found on Pedagogical portfolio.</p>
<p>For Chalmers employees, a seminar series offered “Writing a pedagogical portfolio”, which can be found under the heading “Seminars for Chalmers Lecturers” on the Chalmers intranet.</p>

<h3>Instructions for pedagogical portfolio -how to document your pedagogical qualifications</h3>
<p>Chalmers University of Technology aims to offer a world-class education. An important part of this endeavor is the pedagogical competence of the teachers. Chalmers' view of pedagogical competence is based on the internationally accepted concept of Scholarship of Teaching and Learning, which involves developing a scholarly approach to one’s teaching. This includes continuously working to improve the conditions for students' learning, as well as exchanging experiences of teaching and learning with colleagues.</p>
<p>To document, develop and evaluate pedagogical competence, a pedagogical portfolio is used. It is a single document where a teacher's pedagogical qualifications and approach are continuously documented and reflected upon. The portfolio should be a dynamic document, and it is recommended to update it once every few years by compiling experiences and reflections that could be added to appropriate sections.</p>
<p>The portfolio is a tool that is used as a basis for continuous pedagogical development in e.g. employee appraisal talks, and for assessing pedagogical competence in promotions and recruitments. It must contain both qualitative and quantitative qualifications in order for pedagogical experts to be able to assess the pedagogical competence (see assessment criteria for pedagogical competence in Chalmers’ Appointment regulations for teaching and research faculty).</p>
<p>The following describes the layout of the pedagogical portfolio used at Chalmers and what is expected to be included under each heading. Under each section, describe what you have done, how you have worked and why you have worked as you have done, as well as what results and further development your work has led to. Substantiate your qualifications and efforts with appropriate documentation, such as course documents, course materials, course evaluations, course development documentation, publications, grades, certificates and references. Add all documents as appendices and reference them in the main text. The text should be brief, clear and concise, and make sure your pedagogical competence stands out. A recommended scope is about 10 pages, excluding appendices. Sections 1–4 should always be included in your educational portfolio. Under sections 5–8, you can describe additional pedagogical qualifications that you may have acquired.</p>
<h3>1. Background and short presentation</h3>
<p>Write a short introductory presentation of your working life and research background, including your pedagogical duties and experiences, to give the reader an overview of your qualifications. If this information is found in your CV or application letter, refer to that document.</p>
<h3>2. Education</h3>
<p><strong>2.1 Education and experience in your subject area</strong><br />Describe your education and experience in the specific subject area (i.e. the scientific and practical basis on which you base your teaching, for example biology, electrical engineering, architecture, etc.). If this is described in your CV, you can refer to that document.</p>
<p><strong>2.2 Pedagogical training</strong><br />Describe the courses in pedagogy you have completed. Include course name, course code, credits/weeks of study, and when you took the course. Attach certificates as appendices. If you have knowledge about teaching and student learning that you have acquired in other ways, describe it here.</p>
<h3>3. Experiences of teaching, supervision and education management</h3>
<p>Write a summary of your experiences of teaching, supervision and pedagogical management. Specify the scope and variety of your experiences, as well as the roles you’ve had.</p>
<p>Supplement this summary with a more detailed list of your experiences, attached as an appendix.</p>
<p>Make a breakdown into:</p>
<ul>
<li>Courses at undergraduate, advanced and postgraduate level, as well as in professional education.</li>
<li>Bachelor's and Master’s degree projects, licentiate and doctoral theses.</li>
<li>Management work in education. For example, assignments as Assistant Head of Department, Head of Programme, Teacher Team Leader, Education Leader/Secretary and Study Counsellor. Committee work related to educational issues is also a merit.</li>
</ul>
<p>Documents confirming your teaching assignments, your role as supervisor and your service on various assignments should be included as appendices.</p>
<p>If you have extensive experience, you can limit the documentation by writing a broad overview of your experience and then focusing on, for example, the last 5 years and a selection of pedagogical assignments that substantiate your pedagogical competence.</p>
<h3>4. Your educational activities: approach, reflection and development</h3>
<p>This section is one of the most important parts of the pedagogical portfolio. This is where you display your pedagogical outlook, that is, the approach to teaching, supervision and student learning that forms the basis of your pedagogical work. By describing and reflecting on your pedagogical activities and the conditions for learning, you clarify your approach to current and future pedagogical assignments.</p>
<p><strong>4.1 Pedagogical outlook</strong><br />As a background to the examples you choose below, briefly describe the most important ideas on which you build your pedagogical approach and practice, as well as how these are based on proven experience and/or theory and research in higher education.</p>
<p><strong>4.2 Examples of pedagogical activities and approaches</strong><br />In this section, describe and reflect on some examples from your pedagogical activities that you want to highlight as characteristic examples of your pedagogical competence.</p>
<p>A) Start by selecting 1–2 courses from your educational activities and show how you work as a teacher. Your course examples may include how you have planned, implemented, evaluated and developed a course, a course element, a laboratory experiment or an exam.</p>
<p>For each example, take care to:</p>
<ul>
<li>Describe and reflect on what you have done, how you have worked, and justify why you choose that way of working, what has gone well and what could be improved, how your way of working promotes student learning and what the results of your pedagogical work have been.</li>
<li>Describe and reflect on how your pedagogical activities are based on proven experience and how they relate to theory, development and research in higher education.</li>
</ul>
<p>If you have experience in supervision and/or other higher education assignments with a focus on management and development, describe and reflect in the same way as under point A) around some examples from this activity according to the following points B) and C):</p>
<p>B) Select 1–2 supervision assignments that demonstrate how you work as a supervisor.</p>
<p>C) Select 1–2 examples that demonstrate your work in other higher education assignments, like management roles. This may include pedagogical development work or assignments such as Assistant Head of Department, Head of Programme, Teacher Team Leader, Education Leader/Secretary and Study Counsellor.</p>
<p>Materials such as course descriptions, lesson plans, examination assignments, laboratory experiments, reports on pedagogical development work or other materials that you have developed should be attached as appendices.</p>
<p><strong>4.3 Personal pedagogical development and future plans</strong><br />In this section, you should reflect on your pedagogical development over time. You should describe your visions and future plans, and if you have extensive experience, you are also expected to reflect on your development to this day.</p>
<p>A) If you are further on in your career, describe and reflect on how your pedagogical approach has developed over time, focusing on the last 5–10 years. Discuss the steps you have taken to develop your pedagogical practice and competence. Describe how you have approached changing conditions for your teaching, and how you have kept your pedagogical competence up to date.</p>
<p>B) Regardless of your career stage, describe your future pedagogical goals and visions and how you think about your future pedagogical work and your continued competence development. Connect this to your examples under 4.2, if appropriate. Describe what steps you plan to take to develop your pedagogical practice and skills.</p>
<h3>5. Production of study materials</h3>
<p>Describe your efforts to produce textbooks, compendiums, laboratory guides, etc. Indicate the target group and the extent of your own effort. You should clearly describe your pedagogical considerations, for example on the basis of the didactic questions of what, how and why. Also describe to what extent others use the study materials you have produced.</p>
<h3>6. Collegial collaboration for learning</h3>
<p>Scholarship of Teaching and Learning includes exchanging experiences of teaching and learning with colleagues. Exchanges can take place within a specific subject area or on a more general basis, as well as locally or internationally.</p>
<p>Describe how and to what extent you have collaborated with colleagues on teaching and student learning, for example by participating in higher education conferences, pedagogy research and publications, activity in educational networks and other forms of sharing of experience.</p>
<h3>7. Pedagogical activities and knowledge sharing outside the university</h3>
<p>Describe the pedagogical activities that you have pursued outside the university. This might cover dissemination of knowledge about research and education to the surrounding community, for example at science festivals or in popular science publications.</p>
<p>If you have worked in environments outside the university and have experience in, for example, project management, personnel training or similar, describe this. The pedagogical content must be clear for all activities you describe.</p>
<h3>8. Other pedagogical qualifications</h3>
<p>Describe other pedagogical qualifications that you consider relevant, such as teacher awards, study trips with a pedagogical purpose, pedagogical mentoring, collaborations on educational issues and participation in educational networks.</p>
<h3>9. Appendices</h3>
<p>Present the appendices that you refer to in your educational portfolio in a clear and transparent manner. Preferably use a numbered table of contents with a clear title for each appendix. All included appendices should be referenced in the running text.</p>
<p>Keep in mind that it is important to be able to substantiate the experiences you bring up in the portfolio, and that you should therefore attach certificates from, for example, Director of Studies that certify the responsibility you have had for various forms of pedagogical activities as well as your pedagogical skills. Furthermore, it is important that sufficient details are disclosed. For example, in order to clearly strengthen your experiences as a supervisor, it is important that things such as students’ names, dissertation titles, graduation years, your role as main supervisor, “de facto” main supervisor, assistant supervisor and years of study are clearly presented. Furthermore, attached documentation to confirm this as needed, e.g. course transcripts from Ladok, summary of doctoral student supervision from Ladok obtained via Qlikview,* copies of other formal documents that can support the role of supervisor/examiner, letters from the main supervisor confirming and describing your role if you were the “de facto” main supervisor. However, pay attention so that personal information such as social security numbers of students are not included in your appendices.</p>
<p>* Note that Chalmers Faculty Appointment Committee relies on graduate student supervision data found in Ladok/Qlikview, so it is important to make sure the information found there is correct and up to date. This is relevant for Chalmers employees only.</p>

<p>In Chalmers University of Technology’s Appointment Regulations for Teaching and Research Faculty (C 2021-0613), it is stated that:</p>
<p>“For positions that involve responsibility for examinations in undergraduate education (the bachelor and master levels), applicants must have been educated in higher education pedagogics in accordance with <strong>SUHF’s recommendations (REK 2016:1)</strong> or equivalent education for a total of at least 10 weeks of full-time study (400 hours/15 higher education credits).”</p>
<p>The requirements specified in the recommendations of the Association of Swedish Higher Education (SUHF) on general learning outcomes for the teaching qualifications required for employment as an academic teacher (REK 2016:1) include the following:</p>
<ul>
<li>Meeting the seven general learning outcomes (see below).</li>
<li>Completing at least ten weeks’ full-time studies, which is equivalent to 400 study hours or 15 higher education credits (HEC) .</li>
<li>Writing an independent project/study concerning teaching and learning within one’s own field of knowledge.</li>
<li>Initiating a teaching portfolio.</li>
</ul>
<p>SUHF’s seven general learning outcomes for higher education teaching qualifications entail that one should have demonstrated the ability to:</p>
<ol>
<li>discuss and problematise student learning in the participant’s own subject area, on the basis of research in educational sciences and/or subject didactics of relevance for teaching in HE</li>
<li>independently and jointly with others, plan, implement and evaluate teaching and assessment in higher education with a scientific, scholarly, or artistic basis and within their own area of knowledge</li>
<li>make use of, and assist in the development of, physical and digital learning environments to promote learning for groups and for individuals</li>
<li>interact with students in an inclusive manner and demonstrate knowledge of rules and regulations regarding students with disabilities and of available student support</li>
<li>apply relevant national and local rules and regulations, and to discuss society’s objectives for HE and the academic teaching role in terms of the participant’s own practice and students’ active participation in HE</li>
<li>reflect on their professional approach to academic teaching and their relationship with the students, and also towards the fundamental values of higher education, such as democracy, internationalisation, gender equality, equal opportunities and sustainability</li>
<li>collect, analyse and communicate their own and others’ experiences of teaching and learning practices, and relevant outcomes of research, as a basis for the development of educational practice and of the academic profession.</li>
</ol>
<p>When applying for promotion or a position at Chalmers, it is the responsibility of the applicant to show that they meet this set of specific pedagogical education requirements. This is done by choosing the most appropriate of the six options below and following the corresponding instructions. The applicant has:</p>
<ol>
<li>a Chalmers Diploma in Teaching and Learning in Higher Education awarded in 2021 or later</li>
<li>a Chalmers Diploma of Higher Education awarded before 2021 but meeting the current Diploma requirements</li>
<li>completed the course package in Teaching and Learning in Higher Education from Gothenburg University in 2017 or later</li>
<li>a collection of courses in Teaching and Learning in Higher Education that together meet the SUHF recommendations</li>
<li>other forms of teacher training focusing on adult learning with relevance for Teaching and Learning in Higher Education and that meets the SUHF recommendations</li>
<li>not met the SUHF recommendations at this time</li>
</ol>
<p>Requested materials such as awarded diplomas, course transcripts and certificates and self-assessments need to be included in the Pedagogical Portfolio or compiled into a file titled Pedagogical training qualifications and then uploaded with the application.</p>
<h3>1. Awarded a Chalmers Diploma in Teaching and Learning in Higher Education in 2021 or later</h3>
<p>The Chalmers Diploma in Teaching and Learning in Higher Education awarded in 2021 or later fulfils the SUHF recommendations. The current Diploma requirements are as follows:</p>
<ul>
<li>A total of 15 higher education credits (HEC) or ten weeks’ full-time studies (400 study hours) worth of courses including:
<ul>
<li>An introductory course on teaching and learning in higher education, which covers central concepts such as active learning and constructive alignment and includes a practical teaching exercise and a reflective assignment on one’s teaching practice. Examples of Chalmers courses in this category are University Teaching and Learning (CLS925) and Teaching, Learning and Evaluation (GFOK020).</li>
<li>A course that covers issues of diversity and inclusion in relation to learning in higher education. A Chalmers course in this category is Diversity and Inclusion for Learning in Higher Education (CLS930).</li>
<li>A course in the form of an independent study or development project concerning teaching and learning within one’s own field of knowledge. Examples of Chalmers courses in this category are Pedagogical Project (CLS935), Enhancing Learning through Writing (CLS940), Blended Learning and Digital Media in Higher Education (CIU955, 5 HEC) or Course development for constructive alignment and professional practice (CIU945, 3 HEC).</li>
<li>Additional courses in teaching and learning in higher education aimed at deepening one’s knowledge of relevant topics, such as theories of learning, flipped classroom, project courses or writing supervision, but excluding courses on research supervision (which is now a separate qualification requirement for promotion at Chalmers). Examples of Chalmers courses in this category are Theoretical Perspectives on Learning (CLS900), Blended Learning in Higher Education (CLS901), Supervising Writing Processes (CLS910), Teaching Project-based Courses (CLS915), Learning in Digital Media (CIU910), Philosophies of Learning (CIU915), Writing for publication and for constructive alignment (CIU940) and offered by KI with Chalmers participation Two2Tango: Tandems for Teaching in English.</li>
</ul>
</li>
<li>A concluding critical reflection on one’s personal pedagogical development informed by the pedagogical training and courses one has completed. From 2021 this is done as the course Reflections on Teaching and Learning in Higher Education (CLS920, 0,5 HEC).</li>
</ul>
<p>The Diploma that meets these requirements, is to be up uploaded with the application as part of the Pedagogical Portfolio or in a separate file with your Pedagogical training qualifications.</p>
<h3>2. Awarded a Chalmers Diploma of Higher Education before 2021 and meeting the current Diploma requirements</h3>
<p>A Chalmers Diploma of Higher Education awarded before 2021 does not necessarily meet the current SUHF recommendations due to greater flexibility in terms of course combinations and research supervision training being possible to include in the past. For example, Diplomas awarded before 2018 will lack a course on diversity and inclusion in relation to learning in higher education, which is easily remedied by taking the course Diversity and Inclusion for Learning in Higher Education (CLS930).</p>
<p>For an older Diploma to meet the SUHF recommendations it needs to meet the current Diploma requirements as listed above under <strong>Option 1: Awarded a Chalmers Diploma in Teaching and Learning in Higher Education in 2021 or later.</strong></p>
<p>An older Diploma that meets the requirements, is to be uploaded with the application as part of the Pedagogical Portfolio or in a separate a file with your Pedagogical training qualifications. If an older Diploma does not completely meet the requirements but has been complemented later with appropriate courses, the “Pedagogical training qualifications” file needs to include the Diploma, the updated course transcripts/certificates and a note explaining how the education parts together meets the new Diploma requirements.</p>
<h3>3. Completed the course package in Teaching and Learning in Higher Education from Gothenburg University in 2017 or later</h3>
<p>Since Gothenburg University (GU) and Chalmers share a close collaboration, the course package in Teaching and Learning in Higher Education from the unit for Pedagogical Development and Interactive Learning (PIL) at GU is listed as a special case:</p>
<ul>
<li>Teaching and Learning in Higher Education 1: Basic Course (PIL101/HPE101)</li>
<li>Teaching and Learning in Higher Education 2: Subject Field Pedagogy (PIL102/HPE102)</li>
<li>Teaching and Learning in Higher Education 3: Applied Analysis (PIL103/HPE103)</li>
</ul>
<p>These three courses taken together after 2017 meet the SUHF recommendations. The course transcripts/certificates are submitted as part of your Pedagogical Portfolio or separately with your Pedagogical training qualifications.</p>
<h3>4. Completed a collection of courses in Teaching and Learning in Higher Education that together meet the SUHF recommendations</h3>
<p>Since the SUHF recommendations also address mutual recognition of teaching qualifications between Swedish higher education institutions, it is possible to meet the pedagogical requirement at Chalmers through a collection of courses from other higher education institutions in Sweden or in a mix with courses from Chalmers. If the applicant belongs to this category, they need to explain in writing how the collection of courses in Teaching and Learning in Higher Education meets the SUHF requirements listed above. The argumentation is to be uploaded together with the course transcripts/certificates as part of the “Pedagogical training qualifications” file in ReachMee.</p>
<p>An alternative approach, especially if the courses are part of the Chalmers Diploma course package, is that the applicant explains in writing how their mix of courses correspond to the current Diploma requirements as listed above under <strong>Option 1: Awarded a Chalmers Diploma in Teaching and Learning in Higher Education in 2021 or later.</strong> Again, the argumentation is to be uploaded together with the course transcripts/certificates.</p>
<h3>5. Completed other forms of teacher training focusing on adult learning with relevance for Teaching and Learning in Higher Education that meets the SUHF recommendations</h3>
<p>It is possible to meet the SUHF recommendations through other forms of teacher training focusing on adult learning, for example by having completed courses in Teaching and Learning in Higher Education from higher education institutions outside of Sweden. Relevance for Teaching and Learning in Higher Education is a key criterion here.</p>
<p>In these cases, the same procedure as outlined under Option 4 above applies. It is however of extra importance to be explicit about the focus, content, and extent of the training (study hours) as well as to thoroughly describe how this training is relevant for university teaching.</p>
<h3>6. Presently not meeting the SUHF recommendations</h3>
<p>In Chalmers University of Technology’s Appointment Regulations for Teaching and Research Faculty (C 2021-0613), it is stated that:</p>
<p>“Exceptions may be made for external recruitment, but applicants are then required to undergo education in higher education pedagogics comprising at least 10 weeks of full-time study during the first two years of employment.”</p>
<p>External applicants that do not fill the requirements for teaching and learning in higher education as described above can be hired for a permanent position under the condition that the required education, e.g., offered at Chalmers in the form of the Diploma course package, is completed within the first two years of employment.</p>

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